Colleges Of Education In Ghana Research Articles

Characteristics of school effectiveness at the level of colleges of education in Ghana

PurposeSchool effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.Design/methodology/approachThis study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.FindingsThe study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.Originality/valueTo the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.

Selected demographic variables as predictors of Ghanaian preservice teachers’ perceptions of the teacher licensure test

This study examined Ghanaian preservice teachers’ perceptions of the newly introduced teacher licensure test in 2018. Data were obtained from an online survey of third-year preservice teachers selected from 16 of 46 public colleges of education in Ghana. By adapting an existing instrument, we created an 11-item scale, which was theoretically categorised into five components: utility of the test, college preparation, consequences, emphasis on the test, and other certification tests. The participants’ scores on each component were regressed on four predictor variables: information about the test, the student’s sex, prior teaching experience, and programme of study. The results showed that students’ sex was predictive of the utility of the test, college preparation, and emphasis on the test. Prior teaching experience was also predictive of the emphasis placed on the test and the need for other certification tests. Preservice teachers’ exposure to information about the test was associated with their perceptions of the utility of the test, the need for college preparation, and the use of other certification tests. Implications for teacher preparation and education are discussed, especially in relation to the identification of alternative certifications.

Culture Traits as Predictors of Tutor Job Satisfaction in Selected Public Colleges of Education in Ghana: A Pre-test Analysis

Culture Traits as Predictors of Tutor Job Satisfaction in Selected Public Colleges of Education in Ghana: A Pre-test Analysis

The Contingencies of Emotional Intelligence on the Academic Performance of Trainee Teachers in selected Colleges of Education in Ghana

By understanding the contingencies of EI on AP, teacher education programs can be designed to foster the development of EI skills among trainee teachers, leading to more effective teaching practices and improved student outcomes. This study analyze the effect of EI (EI) on the academic achievement of aspiring English and math teachers. The study's teacher candidates were located in the two coed colleges of education. A quasi-experimental technique was adopted in the design of this investigation. Using the multistage sampling method, 648 second year prospective teachers were selected from the two colleges. EI Inventory were both adapted and used as the basis for the questionnaires that were created and given to all responders. The analysis is used A Multivariate Analysis of Variance (MANOVA). The results of the study showed a substantial difference in mathematics performance between the teacher candidates who were a part of the experimental group and those who were a part of the control group. On the other hand, there was no discernible difference in performance between the experimental and control groups in terms of English language. Hence, EI influenced trainees’ high performance in Mathematics, but it did not influence their performance in English Language. As a strategy to boost trainees’ EI, the implications and various recommendations have been made to both the administrative staff and tutors as well as the teacher trainees of the colleges of education.

Tutors’ Perspectives of Factors Affecting the Implementation of the Four-Year Bachelor of Education Science Curriculum in the Colleges of Education in Ghana

Tutors’ Perspectives of Factors Affecting the Implementation of the Four-Year Bachelor of Education Science Curriculum in the Colleges of Education in Ghana

Demographic Difference in Stress Coping and Student-Athletes in Colleges of Education in Ghana

The study aimed to investigate a demographic difference in stress coping among student-athletes in Colleges of Education in Ghana. The study adopted a cross-sectional survey design, in which quantitative data was collected. The study was conducted in Ghana. Simple random sampling was used to select student-athletes. The target population for this study was 768 student-athletes in six (6) Ghana Colleges of Education. The total sample size for the study was 323 student-athletes. The instruments for data collection were questionnaire and document analyses. Both, descriptive and inferential statistical analyses were done using Statistical Package for Social Sciences (SPSS version 20). Descriptive statistics summarized, organized and described the responses when addressing study objectives through the use of means, standard deviations, frequencies, and percentages. Inferential statistics such as ANOVA and Point biserial were used to test the formulated null hypotheses. All hypotheses were tested at p<0.05 alpha level of significance. The study found that Demographic characteristics have a statistically significant relationship with stress management among student-athletes in colleges of education in Ghana.

Examining pre-service teachers’ attitudes towards mathematics teaching and learning

The study examined pre-service teachers’ perceptions of learning mathematics. The study involved a total of 482 teacher-trainees from chosen colleges of education in Ghana. The study’s methodology was quantitative. With the help of a structured survey questionnaire, the main data was gathered. The questionnaire was broken down into four sections (or constructs), including the students’ self-sufficiency in learning mathematics, their perception of how learning mathematics has affected them, their concerns about learning mathematics, and their evaluations of Mathematics teaching. The constructs’ respective Cronbach’s alpha reliability analysis values are 0.96, 0.90, 0.96, and 0.93, respectively. The majority of the students demonstrated a high level of independence in their mathematics learning, according to the results of the teacher trainees’ self-sufficiency assessments. The results also showed that 74.3% can solve math problems even when they struggle with a mathematics course; 53.6% have less trouble learning mathematics; 65.7% find solving mathematics problems to be very satisfying; and 60.2% have a lot of self-confidence in learning mathematics. Then, 63.7% of the students said they also really enjoyed mathematics. A total of 82.4% of students agreed that learning mathematics has a variety of positive effects on one’s life. However, the mean value of about 2.8% confirmed that the majority of students disagreed with the claim that “the tutors incorporate information and communication technologies (ICTs) into the teaching of mathematics.”<b> </b>The study suggests mathematics tutors at the colleges make efforts to incorporate ICTs in lessons, and management at the colleges also provide enough ICT resources and equipment to facilitate ICT integration.

Enhancing the Interest of Colleges of Education Students in Ghana in Music Theory: Strategies and Recommendation

This article examines strategies to enhance the interest of College of Education students in music theory in Ghana. Music theory education is vital for fostering students' understanding of musical concepts, critical thinking, and creativity. However, factors such as prior musical experiences, teaching methods, curriculum design, and cultural influences can influence students' engagement with music theory. To address this, a qualitative study was conducted to identify effective strategies. The findings underscore the significance of prior musical experiences and the importance of creating a supportive learning environment that embraces students' diverse musical backgrounds and interests. Active learning, technology integration, peer collaboration, and performance-based assessments emerged as effective approaches to motivate students in music theory. The study recommends providing teacher training in active learning and culturally responsive pedagogies, revising curricula to include diverse musical genres and practical applications, fostering collaborations with community organizations to expand students' musical experiences, and launching awareness campaigns to highlight the benefits of music theory education. Implementing these strategies requires collaboration among educational institutions, policymakers, music educators, and the wider community. By nurturing student interest in music theory, Colleges of Education in Ghana can cultivate a generation of music enthusiasts, educators, and advocates, contributing to the preservation and development of Ghana's rich musical heritage.

Values in college mathematics learning: Student teachers’ preference

This study explored what Ghanaian student teachers value in college mathematics learning. A cross-sectional survey involving 180 student teachers from College of Education in Ghana was conducted using the What I Find Important (WIFI) in mathematics learning questionnaire. The study employed principal component analysis with Oblimin rotation and one-way multivariate analysis of variance in analyzing the data gathered. Among the findings, it was found that student teachers value exploration, connections, understanding, and fluency in their study of college mathematics. Also, the findings of the study revealed a statistically significant difference in what student teachers value in college mathematics learning across college class levels. To facilitate a clearer understanding of valuing in the colleges of education in Ghana, it is considered important to establish through research the values of teacher educators regarding college mathematics learning and teaching, and how these values reflect what student teachers value and those values espoused in the new 4-year Bachelor of Education (B.Ed.) curriculum in Ghana.

English speaking anxiety among English-major tertiary students in Ghana

<span lang="EN-US">The study explored the English-speaking anxiety of trainee teachers in the colleges of education in Ghana. It aimed at unravelling the causes of the speaking anxiety in the learners and proffering strategies to mitigate the causes of the speaking anxiety. For that purpose, qualitative data were collected from 30 English-major students who attend a college of education in the Western North region of Ghana using semi-structured interviews as the data collection instrument. The data were analyzed using inductive coding data analysis procedures and techniques, where the dominant patterns and themes emerging from the data were grouped and examined. The results showed that the major causes of speaking anxiety are inferiority complex, fear of committing mistakes, spontaneity and the lack of preparation, fear of negative evaluation from tutors and peers, limited knowledge and vocabulary in the language and self-criticism. The participants also indicated the strategies that can curb the problem, including creating a learner-friendly and less formal classroom environment, peer assessment, encouraging the use of more speaking activities in the classroom, positive evaluative feedback and resignation and avoidance. In line with these findings, the study recommended that future research could employ a quantitative approach to produce a more generalizable outcome.</span>

Assessment of Science Process Skills of Teacher-Trainees in Colleges of Education

The quest to maximize students’ learning in the sciences has been on high alert in recent past. This has brought into focus how teachers enact the content prescribed by the curriculum. Each of the content enacted involves some science process skills which students must develop. The research sought to assess the science process skills of teacher-trainees in some selected colleges of education in Ghana. The study employed descriptive research design. The sample size of the study was 200 science students selected using simple random sampling. The instrument used to collect data was a performance-based assessment instrument. Results indicate that teacher-trainees were found to be proficient in the skills of planning, performing and reasoning. However, the capability of teacher-trainees to identify and observe safety precautions was found to be poor. It is recommended that teacher-trainees must be encouraged to identify and observe safety procedures when performing science activities.

Curriculum Content and Promotion of Creative Teaching and Learning in Fashion Design in Colleges of Education in Ghana

Curriculum Content and Promotion of Creative Teaching and Learning in Fashion Design in Colleges of Education in Ghana

Factors Affecting Technology Integration in Colleges of Education

Learning technologies are gradually taking center stage in the education system of the various economies and are becoming a dominant tool for teaching and learning in the various higher institutions of learning. Various forms of learning technologies have evolved in this 21st century with the notion of improving content management, lesson presentation, teachers’ portfolio building, curriculum design and management, assessment, teachers’ competencies development, and reaching the learner beyond the traditional face-to-face model of teaching have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. However, before the widespread deployment of these technologies, information regarding the effective implementation of these all-important learning technologies are very sparse. This study is geared towards gaining a better understanding of the factors that would influence the effective integration of these learning technologies into the teaching and learning in the various colleges of education in Ghana as well as the challenges they are likely to face. This research employed a mixed method. Among the factors likely to influence technology integration in the various colleges as discovered by this research are: tutors’ attitudes toward new media, pedagogical knowledge, perceived ease of technological use, perceived usefulness of technological solutions, availability of technological resources, and motivation. Some of the challenges colleges are likely to face are lack of technological infrastructure, high cost of the internet coupled with low bandwidth, unstable power supply, lack of administrative support, curriculum overload, and lack of in-service training.

Analytical Overview of Some Motivational Theories and Their Implications in Provision of Continuous Professional Development of Staff of Colleges of Education and Analogous Institutions

Motivation is the fuel in the engine of all living things in energizing for work to be done. If ignored, sectors are bound to run into mediocrity and subsequent diminishing returns in productivity. The sector of education needs that vitamin called motivation more than any other sector. Colleges of Education in Ghana by Act 847, produce teachers to implement basic school curriculum of the country. The competence of teachers produced by these Colleges depends largely on the complex element of motivation as catalyst for good work in training student teachers. This paper dilates the topical issues of motivation in provision of continuous professional development for staff of the Colleges of Education as a way of improving work in that sector of education and related in the country. The paper presents motivational activities in organism using the author’s construct, Atiku 2018 SGT-AFGTF Model. This is followed by presentation on analytical overview of some content and process motivational theories. Every analysis, its implications to the Colleges of Education system are presented. The conclusion to the discussions is that motivation is universally needed by all sectors of workers and that though some packages seem to be needed by all workers, individual differentiated needs need to be taking into consideration when considering motivation of various sectors to boost performance. It is recommended, among others, that monetary packages should cover all workers and all sectors should be provided with opportunity to upgrade.

An Assessment of Inclusive Education Experiences of Teacher-Trainees with Sensory Impairment in Colleges of Education in Ghana

Effective Inclusive education experiences can be built through structured interventions. The purpose of the study was to assess the impact of inclusive education experiences on teacher-trainees with sensory impairment in the Ghana Colleges of Educations of Ghana. The study was based on pragmatist philosophy. The study adopted convergent parallel mixed-methods approach. The population involved all 66 students with sensory (visual and hearing) impaired in the three (3) CoEs (PCE, Akropong Akwapim, WESCO, Kumasi and NJA, Wa) that practice inclusive education (IE) during the 2018/19 academic year. Purposive and census sampling techniques were used to select the three (3) colleges of education and sixty-six students for the study. The main instruments for data collection were questionnaire and focus group discussion. The quantitative data items were coded for input into the Statistical Product and Service Solutions (SPSS) version 23 software and analysed using means and standard deviations. The qualitative extracts collected into themes that were coded, analysed and interpreted. The study revealed that teacher-trainees had varied experiences on campus, while they felt welcomed into the inclusive institution; they also felt the Colleges were not well prepared to meet their needs. The physical environment was not conducive for the VI on campus. It is recommended that, College authorities should work with the MoE and agencies concerned with disability issues in the society to provide comfortable environment on College campuses for TTSI. It is also recommended that, providing a comfortable environment should include facilities and resources needed for the TTSI to learn effectively. It also involves physical arrangement of the campus environment. The TTSI, regardless of their disabilities, should be provided with an environment where their movement, their studies, their interactions with their peers and tutors are made easier to help them graduate successfully.

Sports Stressors and Academic Performance of Student-Athletes in Selected Colleges of Education in Ghana

The purpose of this study was to investigate the effects of sports stressors and academic performance of student-athletes in selected colleges of education in Ghana. The study was guided by two (4) specific objectives: (a) To assess the influence of sporting stress on the academic performance of student-athletes in Colleges of Education in Ghana; (b) To compare the GPA of student-athletes in the year of competitive sports and the year of no competitive sports in the Colleges of Education in Ghana and (e) to recommend ways of managing stress to enhance student athlete’s academic performance. The study adopted a cross-sectional survey design, in which both quantitative and qualitative data were collected. The study was conducted in Ghana. Simple random sampling was used to select student-athletes while purposive sampling was used to select tutors. The target population for this study was 12 tutors and 768 student-athletes in six (6) Ghana Colleges of Education. The total sample size for the study was 335 (12 tutors & 323 students-athletes). The instruments for data collection were a questionnaire, an interview guide and document analyses. Both, descriptive and inferential statistical analyses were done using Statistical Package for Social Sciences (SPSS version 20). Descriptive statistics summarized, organized and described the responses when addressing study objectives through the use of means, standard deviations, frequencies, and percentages. Inferential statistics such as ANOVA and Point biserial were used to test the formulated null hypotheses. All hypotheses were tested at p<0.05 alpha level of significance. The study found that competitive sports stressors have a statistically significant influence on the academic performance of student-athletes in colleges of education in Ghana. The study also revealed that competitive sports stress has a statistically significant influence on the academic performance of student-athletes, especially the females, in colleges of education in Ghana. This study therefore, recommends that female student-athletes be given scholarships to motivate and enhance other female students’ participation in competitive sports. The study also recommends that colleges of Education in Ghana introduce stress management strategies to address stressors’ link to academic performance of student-athlete.

Students’ Perception of Integration of Physical Education, Music, and Dance (PEMD) as a Course in Colleges of Education in Ghana

The integration of courses (subjects) is currently trending in all facets of the educational curriculum. Therefore, studies must be done to holistically look into the impacts and perceptions of teachers and learners on the integration of courses in our educational systems. This paper examined students’ perception of the combination of Physical Education and Music and Dance as an integrated course in colleges of education in Ghana. Semi-structured interviews were used to collect data from 10 purposively sampled students (five women and five men) in two strategically selected colleges of education in the Ashanti Region, Ghana. Content analysis was used as a tool for data analysis. Based on the results, the students found the PEMD course the most enjoyable, especially the practical aspects of PE and the dance drama aspect of the music. The students further envisaged that playing musical instruments was a challenge during the music course and the PE course was primarily full of classroom work (theory). In advance, the students recommended that, with the PEMD, the PE aspect should be separated from the music since both are comprehensive courses, and each can stand on its own as a course. Again, the participants asserted that the course should be more practically oriented than before. Therefore, the PEMD course should be more practical than theory and separated to allow PE and Music to stand on their own as a course since they have no apparent relationship.

Teacher Trainees’ Experiences and Challenges in Project Work at Colleges of Education in Ghana: The Case of a College in Southern Ghana

Project work plays a key role in the training of teachers because it prepares them to be able to research their practices to improve teaching and learning. This case study explored teacher trainees’ experiences and challenges in doing project work using the views of a cross section of trainees from one College of Education in southern Ghana. Twenty-two Diploma in Basic Education teacher trainees who completed their programme from 2017 to 2020 participated in the study. The data was collected through an open-ended online questionnaire. The data collected were analysed qualitatively and presented as narratives with some illustrative examples. The results from the study revealed the trainees reporting that their experiences working with supervisors were generally good. They however reported a number of challenges, with financial challenges associated with the cost of traveling to their colleges to see supervisors being the most common. The study recommended among other things, the need for the management of the Colleges of Education to ensure that trainees would not have to travel frequently to colleges to meet supervisors to save cost and equip the trainees to ensure that their experiences through project work build their core skills.

Internal Quality Assurance Policies and Practices in Colleges of Education in Ghana: Resource Dependency Theory Perspective

The study examined internal quality assurance policies and practices in managing colleges of education in Ghana to meet the requirements of the Ghana Tertiary Education Commission in the perspective of resource dependency theory. The population were staff of the colleges of education. Purposive sampling technique was used to select 2 Principals, 6 Quality Assurance Officers, and 12 Department Heads in the Colleges. Telephone interviews were recorded and transcribed verbatim. The transcripts were imported into NVivo 11 for analysis. The study found that even though most of the Colleges are state-owned they have to depend on their internal structures to ensure processes meet government and regulatory body expectations. It was recommended that affiliate universities, in collaboration with the Ghana Tertiary Education Commission, should support the Colleges of Education to build internal capacity for Quality Assurance.

Impact of Orientation Programmes on Fresh Students in the Colleges of Education in Ghana: A Case of St. Monica’s College of Education

The focus of the paper was to find out how orientation programmes at Saint Monica’s College impact on the fresh students in the College and find ways through which such programmes could be strengthen. The study adopted case study approach of the qualitative design and targeted Lecturers, Counselors and Students. The study used the mixed methods to solicit data. The respondents were however sampled using random and purposive sampling techniques. Data was analyzed using content thematic approach. It was revealed that, orientation programmes help students to socialize properly in the new environment. Besides, the programme helps to clear misconceptions that associate with courses of study in the College. It came out that, orientation programmes should be extended to cover a longer period and also, such programmes should be added to the Student Representative Council’s activities so as to attract mass students’ participation.